Chapter 5: Component 2 - Visual Aids (AAC Cards and Visual Aids)

5.1. Introduction: The Role of Visual Aids in AAC

Visual aids are the operational heart of Augmentative and Alternative Communication. They make communication visible, stable and accessible, especially for children who have difficulty understanding or producing oral language.

Unlike speech, which is ephemeral, a visual medium remains present in the environment. It can be observed, pointed, manipulated and reused. This permanence is a major asset for learning.

As part of the AAC-Inclusion project, visual aids have been identified as:

●        The most anticipated tool

●        Most easily transferable

●        Fastest usable

5.2. Types of Visual Aids

Visual aids can take many forms, depending on the needs of the child and the context of use.

1. Pictograms

Pictograms are simple and universal graphic representations of a word or idea.

They have several advantages:

●        Quick comprehension

●        Standardization

●        Ease of reproduction

The pictograms from ARASAAC are particularly recommended in this context.

2. Photographs

Photos may be used when:

●        The child needs concrete reference points

●        The pictograms are too abstract

Example: photo of the child's personal glass to "drink"

3. Real Items

In some cases, the object itself can be used as a communication medium.

Example:

●        show a spoon to "eat"

4. Visual sequences

It is a succession of images representing an activity.

Example :

●        wash your hands (turn on the faucet → soap → rinse → dry)

5.3. AAC Visual Cards

Visual cards are the main tool of this component.

They are generally composed of:

●        an image (pictogram)

●        a word (in capital letters)

●        possibly a simple sentence

Recommended map structure

[PICTOGRAM]

EAT

I want to eat

5.4. Organization of the cards (pedagogical logic)

For ease of use, the cards are organized into categories.

1. Needs

To express:

●        Eat

●        Drink

●        toilet

●        Sleep

These are the first cards to be introduced.

2. Actions

To express:

●        Play

●        Stop

●        help

●        Wait

They allow you to interact with the environment.

3. Emotions

To express:

●        content

●        sad

●        anger

●        fear

Very important to reduce frustrations.

5.5. Guide to Using Visual Cards

✔ Step 1: Start simple

Introduce: 2 cards maximum

Example:

●        EAT

●        DRINK

Step 2: Model

The adult shows: the card + the word

Step 3: Propose a choice

 "Do you want to EAT or DRINK?"

Step 4: Wait

Give the child time to:

●        point

●        Watch

●        React

✔ Step 5: Strengthen

Respond immediately to the request.

5.6. Concrete example (house)

A child comes home from school and seems agitated.

The parent:

1. Presents the cards:
• DRINK
• EAT
  
  
2. Observe the reaction
   
   
3. the child points DRINK
   
   
4. the parent gives water

Result :

●        Successful communication

●        Frustration avoided

5.7. Concrete example (class)

During an activity, a student becomes inattentive.

The teacher:

1. shows the cards:
• PLAY
• STOP
  
  
2. Ask the student to choose
   
   
3. the student points STOP

The activity is adapted.

5.8. Common mistakes to avoid

●       Too many cards at the beginning: cognitive overload

●       Non-visible cards: Ineffectiveness

●       Irregular use: loss of learning

●       Constant change of pictograms: loss of reference points

5.9. Integration of cards into everyday life

The cards must be used in:

At home

●        Meals

●        routines

●        Games

At school

●        Activities

●        transitions

●        interactions

5.10. Preparing the Cards (Practical Guide)

Materials needed

●        Printer

●        thick paper

●        Lamination (recommended)

●        Velcro (optional)

Steps

1. Print the cards
2. cut out
3. Laminate
4. Organize by categories

5.11. Link to the Toolkit Annexes

The cards presented in this chapter are available in:

●        Appendix 1: Printable AAC Visual Cards

●        Appendix 2: Visual communication board

These annexes are designed to be:

●        printed

●        Handled

●        used directly

5.12. Conclusion

Visual aids are an essential lever for:

●        Facilitate communication

●        structurer les interactions

●        Reduce frustration

They represent a simple, effective solution that can be immediately applied in different contexts.